Dr Tilly Mortimore – KwikChex Personal Profile

Dr. Tilly Mortimore

Senior Lecturer in SpLD/Dyslexia at Bath Spa University

e-mail contact t.mortimore@bathspa.ac.uk


Reading University - BA in Modern History and English Literature
Goldsmith's College - Postgraduate Certificate in Education (Secondary English and drama)
Cardiff University - Part-time Masters in Education and Psychology
Birmingham University - Post-Graduate Certificate in speech and language difficulties
Cardiff University - ESRC funded PHD on the relationship between learning style, dyslexia and the experience of HE students with dyslexia

Professional Certificates:
AMBDA; PG Cert Speech and Language (Birmingham)

I taught English and drama in a comprehensive school. I then moved into special education and set up and ran the English departments at two UK secondary specialist schools for dyslexic learners, Shapwick School and Mark College, both in Somerset.
In 2002 I took on the role of Distance Learning Course Director, and revised and relaunched the Hornsby Distance Learning Courses, post-graduate training programmes to prepare professionals to work with dyslexic learners. I also lectured at Bath Spa University on Special Needs.
I joined the School of Education in Southampton University in 2005 to lecture on PG MSc courses in dyslexia and on inclusion for initial teacher education. I moved to Bath Spa University in 2007 where I developed and ran post graduate and undergraduate courses to train specialists to support learners with SpLD/Dyslexia prior to passing these courses to colleagues to continue in 2013. I was a founder member of the research Centre for Inclusion and Vulnerable Learners CRIVL and, in partnership with the British Dyslexia Association, I led the Big Lottery funded Dyslexia and Multilingualism project (2012).
Internationally, I have developed a partnership with a South African school to train teachers in SpLD/dyslexia. I have delivered keynote presentations and workshops internationally. These include many UK sessions and recent workshops in Malta, the Czech republic, Switzerland and across India alongside conferences in Cape Town and Johannesburg and rural and township workshops for teachers between 2004 and 2014. Along with colleagues from CRIVL, I am involved in Erasmus partnerships with European universities, hosting students and am developing further research into children with EAL who may be at risk of SpLD/Dyslexia. Existing masters and PHD students have explored the cognitive underpinnings of literacy in Arabic, the impact of the new SEN reforms, gender amongst primary school teachers, transition and dyslexia and a range of other aspects of vulnerability in learning. My current research interests include apps use for dyslexic learners and the impact of dyslexia in adult life.

Member of BDA accreditation board: Associate Editor for Journal or Research In Reading and Patoss Bulletin.

Selected Published Work:
Mortimore, T. (2004) Widening opportunity for dyslexic learners - is learning style theory the answer? Dyslexia Review, 16 (1), 15-17.
Mortimore, T. (2005) Dyslexia and Learning Style: A Note of Caution. British Journal of Special Education, 32 (3), 145-149.
Mortimore, T. (2007) Of babies, bathwater and the need for labels: Should we jump off the learning style bandwagon? Patoss Bulletin., 20,1, 55-63
Mortimore, T. (2007) The Secret Life of a Research Project. Qualitative Researcher, 2, 6-8
Mortimore, T. (2008) Dyslexia and Learning Style. A practitioner’s handbook. Second Edition. Chichester: Wiley.
Mortimore, T. (2011) Putting style theory into practice in the secondary school: inclusive classrooms for vulnerable learners In. S. Rayner. and E. Cools (Eds) Style differences in cognition, learning and management: theory, research and practice. New York: Routledge
Mortimore, T. (2011) Round pegs in square holes: failing or flying? South African Association for Learning Differences Bulletin. June, 5-6
Mortimore, T. (2012) Dyslexia in higher education: creating a fully inclusive institution Journal of Research in Special Educational Needs. 1-10
Mortimore, T. (2013) Social and Educational Inclusion in S. Ward (ed.) Education Studies: a student’s guide, 3rd edition. London: Routledge.
Mortimore, T. (2013) Learning Disability/Dyslexia and Higher Education. Creating an inclusive institution in Higher Education: In L. Smith (Ed.) Recent Trends, Emerging Issues and Future Outlook. New York: Nova Science Publishers, Inc
Mortimore,T. and Crozier,W.R. (2006) Dyslexia and difficulties with study skills in higher education. Studies in Higher Education, 31,2, 235-51
Mortimore,T. and Dupree, J. (2008) Dyslexia-Friendly Practice in the Secondary Classroom. Exeter: Learning Matters
Mortimore, T., Hansen, L., Hutchings, M., Northcote, A., Fernando, J., Horobin, L. Saunders, K., and Everatt, J. (2012) Dyslexia and Multilingualism: Identifying and Supporting bilingual learners who might be at risk of developing SpLD/dyslexia. http://www.bdadyslexia.org.uk/files/Big-Lottery-Research-Report.pdf
Mortimore, T, Heale, C & Ullyatt. P. (2013) Assessment Reports, Making Real Life recommendations: Patoss Winter Bulletin
Mortimore, T., Hutchings, M. & Northcote, A. (2013) Identifying and supporting literacy acquisition in bilingual learners potentially at risk of dyslexia: The Big Lottery Dyslexia and Multilingualism Project: in J. Everatt (Ed.) Dyslexia, Languages and Multilingualism. Bracknell; BDA
Mortimore, T & Zholnai, A. (2014) Inclusive education and social competence development. HERJ (Hungarian Educational Research Journal)
Hansen, L. and Mortimore, T. (2012) Dyslexia and Multilingualism Identification and Intervention. Insights into identifying risk of SpLD/dyslexia in Children with English as an Additional Language. Patoss Summer Bulletin, 25, 1, 2-7)
Hutchings, M. and Mortimore, T. (2011) Managing learning: an ecological perspective on childhood. In A. Howe and V. Richards (eds) Bridging the Transition from Primary to Secondary School. London: David Fulton
Hutchings, M. & Mortimore, T. (2014) Learning from each other. Special edition of Transylvanian Journal of Psychology TJP32013,147-173

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